A Four Week Summer Intensive Program for Children with Difficulties in School

June 20, 2012 at 12:07 am Leave a comment

Do any of these complaints sound familiar to you?  “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming.  Their grades are below average, yet I know that they are intelligent.  Homework takes forever, and is a constant battle.  If this were not enough, they are frequently getting in trouble at school, and it’s the same at home.  The poor kid can’t get a break, and the family is constantly in an uproar. We always dread the start of the next school year, and things seem to be getting steadily worse.”

If any of the academic performance and/or behavioral parts of this statement sound familiar to you, there is a good chance that your child may be suffering from ADHD, a learning disorder, or a learning disability.  The destruction of the child’s self-esteem, and the conflict and chaos wrought on the family dynamics can be very difficult to live with.

The problems mentioned above and the hectic schedule of school, sports, etc. often make it near impossible to get help during the school year. However, when the school year ends, and summer is finally here, an opportunity presents itself to make a big change for the better. I think the key part of the word “summertime” is “time”, there is much more of it. With the pressure of school, tests, and homework gone, it is a more relaxed time for kids and parents alike. In the summertime the opportunity presents itself for an easier to do four week Neurofeedback treatment, which is much less stressful on parents and children.

There are three core types of students who benefit the most from the summer intensive programs.  The first type is the student who struggles significantly with homework (which increases in amount and difficulty each year) and tests.  This is usually a problem with attention span, task completion, and/or organization. Problems such as homework taking too long, not being completed, not being turned in, or not being brought home, as well as difficulties taking tests, all fall into this category.

A second type is the child who has to work too hard to get what success they can.  Poor grades and difficulty with testing are typical for this child.  These are children who often can do okay when the work is done “one-on-one”, but are too distracted in group settings such as the classroom or group activities.

The third type is the student who has significant difficulties with his/her behavior. They may be getting into trouble frequently, and as a result may even be getting blamed for things that they don’t do.  This behavior may make it hard to make friends (or the right kind of friends) and lead to feelings of isolation.  They can often be held in or punished at recess (further isolation), and may begin to believe that they are troublemakers, or “bad” kids.  The resulting damage to self-esteem from this, and the other above patterns, can shape self-fulfilling self-images that are very sad to see develop.

If the problems in the beginning of this article sound familiar to you, and you would like to see your child improve their attention and mental processing, think and react faster in school and social situations, be more confident, and improve college readiness, then this type of program is essential for them.

Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life, is an alternative to medication.  This  form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.

If your child struggles with these problems, or you know a student that we can make a difference for, please let us know.  We will be happy to follow up.

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Entry filed under: ADD Child, ADD Girls, ADD Teenagers, Attention Deficit Disorder, School and ADD. Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , .

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